Making a Difference?: Institutional Habituses and Higher Education Choice

Abstract

Few studies have focussed on the impact made by individual institutions on the attainment of prospective university applicants and their subsequent destinations within higher education. In this paper we deploy the concept of institutional habitus in order to explore such influences. In spite of an inevitable degree of overlap and blurring of boundaries between peer group, family and institution we argue that there are specific effects from attending a particular educational institution. And these become most evident when examining the choices of similar kinds of students across the private-state divide. We conclude by arguing that, despite the gaps and rough edges in the seams of the concept of institutional habitus, these do not vitiate its value but, rather, suggest the need for further work. This paper then is the beginning of our efforts to try and develop institutional habitus at both the conceptual and empirical levels as a method for understanding the ways in which educational institutions make a difference in higher education choices.

¿Qué aseguran las políticas de aseguramiento de la calidad?: Un estudio de casos en distintos contextos escolares

“…Esta matriz de entendimiento y acción se construye en relación al posicionamiento de los actores en el campo, y del tipo y volumen de capitales disponibles. Algunos autores posteriormente desarrollaron el concepto de habitus escolar (Reay, David y Ball, 2001), en el entendido de que la escuela, a nivel institucional, también constituye históricamente una matriz de aspiraciones, percepciones y acciones colectivas, en vínculo con el contexto y posicionamiento jerárquico en que se sitúa, lo cual lo distingue del concepto de "cultura escolar". El habitus institucional tiene cierta estabilidad en el tiempo, aunque también es dinámico e interactúa con el campo.…”

Dimensions of science capital: exploring its potential for understanding students’ science participation

“…For instance, studies have highlighted the ways in which the middle-classes are often able to combine economic, cultural, and social capital to produce academic achievement (Dika & Singh, 2002) and secure the 'best' school places for their children (e.g. Reay et al, 2001;Vincent & Ball, 2006).…”

‘There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education

“…Rational choice theorists focus on decision-making at the level of the family and/or the young person, tending to view the school as a 'black box' rather than unpacking the potential role of the school in shaping aspirations. In contrast, Bourdieu's theory has been extended to allow for the effects of 'institutional habitus' on post-school choices (Reay et al 2001(Reay et al , 2005. However, the way in which institutional habitus plays out at the school level has not been fully unpacked.…”